There are many distinct differences between a face-to-face conversation and an online conversation. It is of vital importance that learners and facilitators define and understand the differences prior to the beginning of an online experience (Weaver, Green, Rahman, & Epp, 2009). Without background knowledge, learners and facilitators can be put in difficult situations.
The paramount difference between face-to-face conversation and an online conversation is the inability to accurately portray non-verbal communication, which accounts for 55% of interaction (as cited in Lizano-DiMare, 2009, p. 17). However, users have integrated emoticons (Lo, 2008) into online conversation which can help discern nonverbal cues but in no way accurately mirrors a face-to-face conversation. The second key difference is the inability to hear voice tones, which accounts for 38% of interaction (as cited in Lizano-DiMare, 2009, p. 17). Voice pitch can be the difference between a genuine response and a condescending attack towards a learner (How online instructors, 2008). An instructor must cross-analyze their own type to ensure they are communicating their true thoughts.
When building community in an online classroom it is important to emphasize skills and techniques to effective communication in a digital realm. I believe that it begins with the instructor clearly defining the expectations for communication at the onset of a course. This may include giving learners some examples of acceptable and unacceptable communication forms as well as phrases that can be misinterpreted. Depending on the type and nature of the course it may be beneficial to portray this information with some humor using comical video links followed up with direct instructions and a more serious video . This will build awareness at the onset of a course. One of my instructors once posted a message to the discussion board stating, “You are all graduate students. I expect graduate level writing and professional communication.” Setting the mindset of all learners will assist in focusing the class and giving learners a chance to analyze their own writing style prior to creating any posts or critiques.
Activity 5: Discussion - Conversational Difference
Listen to this ActivityThere are many distinct differences between a face-to-face conversation and an online conversation. It is of vital importance that learners and facilitators define and understand the differences prior to the beginning of an online experience (Weaver, Green, Rahman, & Epp, 2009). Without background knowledge, learners and facilitators can be put in difficult situations.
The paramount difference between face-to-face conversation and an online conversation is the inability to accurately portray non-verbal communication, which accounts for 55% of interaction (as cited in Lizano-DiMare, 2009, p. 17). However, users have integrated emoticons (Lo, 2008) into online conversation which can help discern nonverbal cues but in no way accurately mirrors a face-to-face conversation. The second key difference is the inability to hear voice tones, which accounts for 38% of interaction (as cited in Lizano-DiMare, 2009, p. 17). Voice pitch can be the difference between a genuine response and a condescending attack towards a learner (How online instructors, 2008). An instructor must cross-analyze their own type to ensure they are communicating their true thoughts.
When building community in an online classroom it is important to emphasize skills and techniques to effective communication in a digital realm. I believe that it begins with the instructor clearly defining the expectations for communication at the onset of a course. This may include giving learners some examples of acceptable and unacceptable communication forms as well as phrases that can be misinterpreted. Depending on the type and nature of the course it may be beneficial to portray this information with some humor using comical video links followed up with direct instructions and a more serious video . This will build awareness at the onset of a course. One of my instructors once posted a message to the discussion board stating, “You are all graduate students. I expect graduate level writing and professional communication.” Setting the mindset of all learners will assist in focusing the class and giving learners a chance to analyze their own writing style prior to creating any posts or critiques.
References
How online instructors improved communication with students. (2008). Diverse: Issues in Higher Education, 24(25), 8. Retrieved from http://web.ebscohost.com.proxy1.ncu.edu/ehost/detail?vid=18&hid=112&sid=3c8c9262-26fb-47d1-93c6-aaa40ff14ae8%40sessionmgr112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=28628102.
Lizano-DiMare, M. (2009). Best Practices for Online Instructional Communication. Journal of Instruction Delivery Systems, 23(3), 17-22. Retrieved from http://web.ebscohost.com.proxy1.ncu.edu/ehost/pdfviewer/pdfviewer?vid=20&hid=112&sid=3c8c9262-26fb-47d1-93c6-aaa40ff14ae8%40sessionmgr112.
Lo, S. (2008). The nonverbal communication functions of emoticons in computer-mediated communication. CyberPsychology & Behavior, 11(5), 595-597. doi:10.1089/cpb.2007.0132
Weaver, G., Green, K., Rahman, A., & Epp, E. (2009). An investigation of online and face-to-face communication in general chemistry. International Journal for the Scholarship of Teaching & Learning, 3(1), 1-22. Retrieved from http://web.ebscohost.com.proxy1.ncu.edu/ehost/pdfviewer/pdfviewer?sid=3c8c9262-26fb-47d1-93c6-aaa40ff14ae8%40sessionmgr112&vid=6&hid=112.